Kindergarten teachers' work is unique because they juggle the roles of caregiver to young children, tending to their physical, emotional and educational needs, and managing their kindergarten unit. The year of internship and transition into teaching is particularly intense. For new kindergarten teachers (NKTs) to fully integrate in the…

This research brief highlights evidence-based practices that make teacher induction programs effective in supporting early-career educators, particularly in high-need schools. Grounded in research, these practices include individualized coaching, targeted professional development, structured peer collaboration, administrative support, and workload…

In 2020, the Massachusetts Department of Elementary and Secondary Education (DESE) created emergency licensure to help address teacher vacancies and shortages in Massachusetts districts and schools. Alternatively licensed novice teachers like those who are issued emergency licensure or provisional licensure are entering the classroom with limited…

Often novice elementary teachers struggle during their first years due to the lack of professional development and support during their first years. A lack of alignment between what they learned in their teacher preparation program in college and the reality of what they do in the classroom also presents challenges to their success. The problem is…

This study was designed to improve the current beginning teacher support program and address the problem of beginning or early career teachers leaving the district. Researchers have found that as many as 50% of teachers leave the profession within their first five years of teaching (Darling-Hammond & Sykes, 2003). This study proposed changes…

How can novice special education teachers improve their practice and grow as professionals? How can veteran teachers remain connected to their profession and share their knowledge and skills? In this readable, research-based guide, the authors outline a program of collaboration to enable novice teachers to gain insight from their more experienced…

During the first year of teaching, beginning teachers need assistance in the form of support as they traverse the different stages of professional development (Farell, 2002). With this, guidance and tutelage from colleagues and administrators are found to be helpful to alleviate stress in teaching and strengthen retention among teachers (Ingersoll…

While many states have adopted new requirements for teacher evaluations in pursuit of Race to the Top funding (Darling-Hammond, 2013), this qualitative case study of one Rocky Mountain school district that has been working on developing a system of supervision and evaluation to support teacher effectiveness for over a decade examines how teachers…

Foreign language teaching in distance education is administratively and pedagogically challenging; research on the perspectives of novice practitioners' online teaching is also relatively scarce. This study explores how a novice Japanese teacher navigated and negotiated her professional development in a two-way virtual practitionership during her…

The purpose of this research was to investigate whether new teacher and new teacher mentor perceptions of the effectiveness of the Missouri State Beginning Teachers' Assistance Program (BTAP) were positive and whether the new teacher perceptions led to the new teacher remaining in the teaching profession at least five years. At the time of this…

Quality teaching, being a key factor in shaping students' academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the…

This brief presents initial evidence about the reliability and validity of a novice teacher survey and a novice teacher supervisor survey. The novice teacher and novice teacher supervisor surveys assess how well prepared novice teachers are to meet the job requirements of teaching. The surveys are designed to provide educator preparation programs…

The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools of Addis Ababa, Ethiopia. It also explore if there were differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices and (possible) relationships…

In this quantitative study the author examined the relationship between the perceived level of principal supervision and support to the perceived self-efficacy of K-12 teachers in a suburban public school district. The impact of perceived self-efficacy upon the commitment to remain in teaching was also considered. Finally the differential…

Committing to a tenure-track role by novice university faculty has been described as a difficult marriage, and higher educational organizations referred to as greedy, pointing to the need for research on the transition experiences of faculty themselves. The first year for faculty on the tenure-track is critical for academic faculty success in a…